Context, initial objectives, orientations Context (Ph.D.) Distant - PowerPoint PPT Presentation

Context, initial objectives, orientations  Context (Ph.D.)  Distant learning  Instructional design models  Exploring potential addons of UML (meta)-modeling for the design and implementation of co-operative Problem- Based Learning situations (PBL)  Objective/realization  To propose a graphical modeling language, UML-based , and dedicated to PBL  the CPM language  the CPM language 1

Existent modeling languages/CPM position  CPM language  instructional engineers (with pre-requisite to know UML modeling bases  CPM models  multidisciplinary designers’ team 2

The Semantic Information Model  Syntax  Abstract (terminology): CPM meta-model  UML-independent  35 concepts  Concrete (notation):  CPM profile extending UML M3 Stereotypes  MOF Meta-meta-model Tagged values   Preferred diagrams: conforms to M2 Meta-model UML CPM Class, Use case,  meta-model Activity, States  specializes  Semantics conforms to CPM profile  Natural language M1  and OCL rules CPM models Model M0 Real word, run-time instances 3

Experimentation, Use Cases  Exploring expressiveness thanks to the SMASH case-study Detailed analysis of: Scenario specification: Definition of: Detailed analysis of: Scenario specification: Definition of: • Roles, resources • Objectives • Roles • Roles, resources • Objectives • Roles • Individual activities • Task • Resources • Individual activities • Task • Resources • Activities • Collaborative activities • Success criteria • Activities • Collaborative activities • Success criteria • Knowledge • Cooperation • Obstacle • Knowledge • Cooperation • Obstacle •… • Event management • Preliminary roles •… • Event management • Preliminary roles •… •… •… •… Uses Uses Model = set of views View = set of diagrams Uses Initial Analysis Design 4 requirements

Experimentation (2): just one example :Investigators :PoliceChief :Session manager {roleKind(learner)} {roleKind(tutor)} {roleKind(tutor)} :LearnersProductions :Corrections <<RoleParameter>> <<CollaborationMode>> {Listener} <<RoleParameter>> {les élèves écoutent la {Presenter} présentation de la scène} Planning for future presentations order Listen Scene briefing :Presentation order 5

Dedicated CASE-Tool  CPM profile integrated as a module for the Objecteering UML CASE-tool  Customized and adapted HMI  New end-users functions Authoring environment Authoring environment prototype for prototype for instructional designers instructional designers 6

Binding facility  Experimentation of models transformation  Why?  To extend CPM language uses  To provide CPM models with an ODL platform- implementation facility  How?  CPM activity diagrams modeling learning scenarios Stereotypes and tagged values (extension elements from CPM profile) inform and guide transformations  XML models conform to IMS-LD spec 7

Binding facility (2): simple example Element information: - Stereotype <<Role>> - Tagged Value RoleKind= learner Element information: - Stereotype <<Activity>> - Nested in a partition of learner 8

Comparison between CPM and IMS-LD CPM IMS-LD Interoperability, reuse, Main goals Communication, abstraction exchange Kind Semi-formal (graphical) Formal Language Terminology CPM meta-model IMS-LD information model Notation UML Profile CPM none Instructional engineer Instructional engineer Target audience knowing bases of UML trained to IMS-LD Initial requirements, analysis Concerned steps Detailed design and design instances Models/ Type UML models XML Models Multidisciplinary staff in Target audience Machine charge of design process Tools One prototype Several prototypes 9

Conclusion  CPM Language  UML-based EML  Dedicated to PBL  Binding facility CPM IMS-LD language language CPM CPM CPM IMS-LD models models models models Initial Detailed Design Analysis requirements design Implementation Deployment Test Evaluation Design phase 10

Positive/negative points of this UML approach for EML  Graphical language  Models address multidisciplinary design team  Upstream IMS-LD  Lack of methodological  Object-based approach  UML methods/techniques  UML notation extension is limited /tools could be exploited Explicit modeling of  Instructional engineers’ pre-  information thanks to requisite to be “UML-aware” stereotype & tagged values  Roles of UML Profiles in the  Difficulty to create specific MDA framework tools from scratch 11

Perspectives  To improve models transformation: taking into account …  …other CPM diagrams from CPM models of LD  …IMS-LD levels B & C  IMS-LD point-of-view:  Benefits of a UML-profile dedicated to IMS-LD ?  Benefits of a UML-based authoring-tool for IMS-LD ? 12